Devil's Advocate (Volume 35, Issue 1, September 2018) by Devil's Advocate

devilâ&#x20AC;&#x2122;s advocate stanton college preparatory school

UNSUNG HEROES By Kennedy Cottle

number 1 | september 2018 devilsadvocatepaper.com

devil’s advocate

volume xxxv

4-5 6-7 9 10-13

Sports

All for One Time and time again, sports have proven effective in bringing together large populations of people.

By Isaiah Fluharty

Student Life

On the Road to College In preparation for college, some high schoolers seek to create a “big spike,” whereas others prefer to be well-rounded.

By Vaishnavi Suren

The Record

September 2018 The numbers, names and notions you need to know, compiled by Business Manager Amra Kajdic.

By Amra Kajdic

Features

Unsung Heroes Stanton’s support staff members play a vital role in Stanton’s daily maintenance, though their work may go unnoticed by students.

photo by Katie Stevens

Photography Opinions Photography

photo by Ysabella Rodriguez

photo by Katie Stevens

By Prachi Misra, Ysabella Rodriguez, Katie Stevens

Durkeeville An exploration of the community outside our fence. Columns on transferring from private to public school, the importance of learning life skills, the upcoming political scene in Jacksonville and Asian stereotyping in professional spaces, amongst other things.

By the Editorial Board, Tony Assi, Katelyn Colley, Craig McFarland, Jacob Hague, Meghana Kopparthi,

To Be Young A series of photos depicting the carefree, diverse nature of the youth at Stanton.

By Prachi Misra, Ysabella Rodriguez, Katie Stevens

I distinctly remember how, as a freshman, I read an Editor’s Letter by former Editor-in-Chief Zoe Reyes and wondered to myself if I would ever write one of my own. I dismissed the idea as wishful thinking then, so the fact I’m actually doing this now is surreal. It is an honor to lead a publication that has been a part of Stanton’s history for 35 years now. In the past three and a half decades, the Devil’s Advocate has aspired to produce the most meaningful, principled and purposeful student journalism its staff members are capable of, hoping it will effect

Contributing Advocates: The Devil’s Advocate is searching for contributing writers, photographers, artists and filmmakers. Contact Editor-in-Chief Rohini Kumar at krohini601@gmail.com, Opinions Editor Tatyana Esquilin at tatyanaaa.esquilin13@gmail.com or Digital Media Editor Zahra Casado at zahracasado@gmail.com. Ads and Sponsorships: The Devil’s Advocate is dependent on our advertisers and our sponsors. When you purchase an ad with us, it reaches a diverse student population that can help your business. We can also design your ads. Our prices are: $35 (1/4 page), $60 (1/2 page), $75 (insert), $100 (full page b/w) or $150 (back page color). For an additional $5 fee, we can advertise your business on our website. Contact Business Manager Amra Kajdic at amrakajdic1@gmail.com or our adviser, Mr. Larry Knight, at knightl1@duvalschools.org.

september 2018

photo by Prachi Misra

Editor’s Letter

Rohini Kumar Editor-in-Chief

By Kennedy Cottle Cover Photo by Prachi Misra

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Stanton College Preparatory School

positive change in the lives of Stanton students and faculty. Sociopolitical circumstances have changed considerably since 1983, but my Editorial Board and I begin this year holding ourselves to the same standards that have been set and followed by all those who came before us. We thought it would be appropriate that, in our 35th year of reporting on the Stanton community, the first cover story focus on a group of people whose work creates an indisputable impact on the life of every Stanton student and faculty member—Stanton’s support staff. Numbering 25 in total, Stanton’s custodians, security guards, cafeteria servers and office workers play a vital part in ensuring Stanton’s

Printed at Florida Sun Printing, Callahan, Fla. Please recycle this newspaper.

facilities are ready for use on a daily basis. However, students may overlook the importance of support staff members’ contributions due to the largely behind-the-scenes nature of their duties. Staff Writer Kennedy Cottle has done meticulous work to accurately capture the support staff members’ relationship with Stanton—in actuality, their love and dedication goes far beyond what can be expressed with words alone.

Adviser: Larry Knight Editor-in-Chief: Rohini Kumar Managing Editors: Bettina Huang, Likhita Manchikanti Layout and Design Editor: Emmett Gideon Business Manager: Amra Kajdic Photography Editor: Katie Stevens Associate Photography Editor: Prachi Misra Digital Media Editor: Zahra Casado Associate Digital Media Editor: Brandon Deda Art Director: Caroline Robbins Videographer: Dylan Janson Public Relations Manager: Christa Assi Features Editor: Salma Drew Opinions Editor: Tatyana Esquilin Sports Editor: Jake Nachman Student Life Editor: Phong Huynh Website Editor: Zachary Genus Staff Writers: Seth Abouhalkah, Katelyn Colley, Kennedy Cottle, Isaiah Fluharty, Serene Shibly, Vaishnavi Suren, Angela Villanueva Photographer: Ysabella Rodriguez

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Sports

Support from the Sidelines

photo by Ysabella Rodriguez

While reserves seem to have a small role on their teams, they provide motivation and preparation to their teammates. BY ANGELA VILLANUEVA, Staff Writer As the clock neared zero and the team had scored their last points, the people who were cheering the most were not the fans in the crowd, but the players on the sidelines who practiced with them. Being a sideline reserve is often portrayed negatively in the media. Sports movies like “Remember the Titans” or “She’s the Man” create a stereotype that these members lack the skills to play, thus making this role an unwanted position. For these players, one of the biggest disadvantages of being a reserve is the restriction on playing time. While they attend all the practices like their teammates, they do not participate in the majority of their games. The lack of playing time can hinder a reserve’s ability to improve, making it seem like a waste of time. “[As captain] it’s about making them feel as a part of a team, you’re still talking to them, you’re still taking them wherever you go,” said senior Max Zhang, co-captain of the boys’ varsity tennis team. “So you’re not leaving them behind but they’re just not competing.” Some student athletes have accepted this role in their sport. Through their position as a reserve, they can support their team without playing in games. “I play in practices a lot to help out in the back row because I’m always supporting,” said junior Annemarie Vaccaro, a defensive specialist on the varsity volleyball team. “Even if I don’t play, I just enjoy being on the team as part of a group

that’s really close and even if I know that being on the court at that time isn’t helping us win then I should be on the bench.” Reserves can also boost morale and build motivation for the players on the field or court. They achieve this by cheering and encouraging the rest of the team. This creates a stronger dynamic between the members and improves their team chemistry. “I like to think of myself as the player who is always there for the team, motivationally,” said Vaccaro. “Even if I’m not playing I still enjoy supporting my team from the bench.” While some players like Vacarro often sit down for entire games, joining a sport is still an easy way to get involved at school and stay active. Reserves can motivate and practice with other players, but they are not guaranteed to play in games. Some reserves may play for a short time while others like sitting through entire games without playing. “It’s fine, I think everyone has enough time to play the game. I personally love bench warming because I like not being tired after [volleyball] games and having more energy to do homework,” said sophomore Kaidyn Gonzalez, a hitter on the junior varsity volleyball team. Other players view them as an essential part of the team who need more preparation before they are ready to play. They may not apply their skills during every game, but their support is necessary to their shared goal. Reserves are the future of the team which requires their fellow members to rely on their abilities in later games. This places more

photo by Katie Stephens

The volleyball team celebrates on the bench after their teammates score a point.

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responsibility on them when the other players leave. “You really need them for team chemistry,” said senior James Dawson, a right guard on the Stanton varsity football team. “During practices you need people we can play against because when we practice we can’t just have the starters versus the starters every week, that will lead to injuries like the one I have. You also need guys you can develop and cultivate for when people get injured or when people leave, like the seniors every year.”

I like to think of myself as the player who is always there for the team, motivationally. —Annemarie Vaccaro, 11th Like their players, coaches also regard reserves as the future of their team. Coaches keep these players on the sidelines, practicing to improve their skills for prospective games. Eventually coaches may use these players to build their team for upcoming seasons. “Our bench players have very active roles on our team,” said varsity volleyball Coach Tangela Ennis , “Usually you’re in preparation for a year or two down the line. Just to keep getting the most out of every opportunity you get to touch a volleyball so that when it is your time to play you’re prepared for it” Despite their lack of playing time, reserves continuously contribute to both the team morale and practices. Coaches try to make sure players participate, but concentrate on letting them get more practice. “They have to help prepare the players that are on the floor so if they’re not giving their all and a hundred percent in practice then it doesn’t help prepare our team,” said Coach Ennis. “It’s like that old saying, we’re only as strong as our weakest link, so we have to prepare each other and hold each other accountable.” Reserves may be negatively interpreted in the athletic community, but they do more work than sitting on the sidelines. Teams rely on them for motivation during games and maintaining unity. With more practice and time, these reserves are the future of their team and eventually become players who are reliant upon their own reserves.

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All for One Similar to how professional sports teams unify diverse populations from across the nation, the sports teams at Stanton create a unified community between the athletes and their fans. BY ISAIAH FLUHARTY, Staff Writer Sports and the enthusiastic spirit shown at games can unite people. When students at Stanton College Preparatory School root for the Blue Devils at sports games, they are speaking together as one. Like other fans, they cheer and celebrate when their team scores. The more they celebrate together, the more united they become. Last year, Stanton won seven football games, and the school spirit increased noticeably in the eyes of head football coach Michael Healy. “When we were 5-0, the school spirit was as good as I’ve ever seen it,” said Coach Healy. “I think everybody got behind [the football team].” Students can also witness and experience the school spirit that Stanton possesses. Many people, such as sophomore Neha Sonthi, feel a sense of unification at football games because of the enthusiasm that Stanton students display. “Everybody does the Stanton fight song and supports the team,” said Sonthi. “That really brings about a sense of unity.” Stanton’s spirit often mirrors that of fans of professional sports. During the Jacksonville Jaguars’ first home preseason game of 2018, thousands of people showed up to support their city’s team. They smiled and cheered as the Jaguars played on. Fans had a positive attitude towards the game, especially after last year, where the football team pulled off a 10-6 season. “I’ve been with the Jaguars for ten years. We didn’t come across very many victories during those ten years,” said Mr. Kevin Sharpe, a Stanton history teacher and Jaguars fan. “But in the past two years we’ve done a lot better, and I’ve learned to be cautiously optimistic. I’ve been through the worst and I enjoy any win that we can get.” Though the Jaguars ended up losing the game, the fans still walked away with positive attitudes, yelling “DUVAL” into the crowds of people. They wore the same colored shirts and jerseys, but they also rooted for their team in the same voice, and celebrated together after the game. The Jaguars team also had to work together and be unified to be able to play through the game. The Stanton football team exhibits this same behavior, both while on the field and while practicing. Aside from bringing students together, Stanton sports can also help unite its team of players. A common goal is shared by every individual, and students can encourage each other to reach that goal and establish bonds.

photo by Ysabella Rodriguez

The football team stretches before a game.

september 2018

“When you’re out there on the field, you don’t want to let everybody down,” said junior Ethan Mere, who plays on the Stanton varsity football team. “You always want to try your best so that you don’t bring down your teammates. You feel a responsibility to put forth your best effort.” The Blue Devils especially had to put forth their best efforts during the summer of 2018, when Coach Healy had to undergo a triple bypass heart surgery near the end of the spring training season. While Healy was recovering, Stanton’s Assistant Athletics Director, Mr. Thomas Baczkowski, was left in charge of the football program. He saw a slight increase in spring training attendees, as well as a strong work ethic and a unified team. “We had just as many kids show up for the workouts and put in the time [during Healy’s absence] as normal,” said Mr. Baczkowski. “A lot of the kids were really concerned with [their] coach’s health, and I think that they wanted to show him through their work that he was on their minds.” The football team started a new season on Aug. 24, and the spirit of the team and of Stanton students is now on the

Everybody does the Stanton fight song and supports the team. That really brings about a sense of unity. —Neha Sonthi, 10th rise, thanks to the connection and common goal shared among the players, coaches and students. This unity is also displayed by Stanton’s 12th Man club which allows students to cheer on and support their friends, classmates and teammates. “The kids who participate in individual sports can come and cheer on [Stanton’s sports teams] at the same time,” said Coach Josh Westfall, sponsor of the 12th Man club. “The players on different teams can reciprocate, and even though they may not go to certain sports events, they can [learn about them from each other.]” But from the spirit of sports and the common goal that everybody can share, the size of a team and fan base can also contribute to the unity of a sports community. The thousands of Jaguars fans seem to have so much enthusiasm because of their numbers. In comparison, Stanton students have high spirits, in part because of the size of the sports program set in place. “A lot of kids participate in sports here at Stanton,” said Coach Healy. “If a team wins early, which is important, I think it adds to the spirit of the team.” Healy also believes having a sports program can help increase the population of a school. When he started as the coach of Georgia Southern University’s new football team in 1980, he noticed an increase in the school’s population after just a couple years.

photo by Ysabella Rodriguez

The varsity cheerleading team supports the football players. “The population of that school was around 8,000 students,” said Healy. “After two years with the football program in place, the population had risen to about 15,000.” Similar to how sports at colleges can encourage students to become active members of the community, Stanton’s football team can encourage students to become active in the community of students that surrounds them. This is especially effective when the team succeeds. “We are cheering together, and encouraging one another to be our best so that we can win games and show our school spirit,” said junior Caroline Davis, who regularly attends Stanton football games. Even when the Blue Devils lose a game, Stanton students

We are cheering together, and encouraging one another to be our best so that we can win games and show our school spirit. —Caroline Davis, 11th are still united as a school. Like the Jaguars fans, students do not leave a losing game with negative feelings. Rather, they celebrate their football team with positive attitudes. Of course winning is ideal, but a loss doesn’t bring Stanton’s spirits down. Through the highs and lows of the football season, Stanton’s spirits remain elevated. Overall, the team works together on the field, and the student body is unified, thanks to the shared enthusiastic attitude it has towards Stanton’s team.

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Student Life

ON THE ROAD TO COLLEGE Competitive high school students actively seeking admission into their dream colleges have a variety of options to build their resumes for their future careers. By VAISHNAVI SUREN, Staff Writer As high school students continue to raise the bar for academic expectations, getting admitted into the college of one’s choice becomes much harder to achieve. Ambitious students make use of any tips or tricks they can get their hands on to navigate the complex system of resumebuilding. At Stanton College Preparatory School, students have generally split into two camps for their high school careers: well-rounded in all subjects, or choosing just one area to master for the next four years. For well-rounded students, getting involved in various academic subjects and extracurriculars seems the best method to polish their resumes, while others prefer to dedicate their time and energy into excelling in one area—a “big spike” they believe will impress colleges and make themselves stand out from other college candidates. For junior Maria Dyro, the benefits of being wellrounded are meeting new people and acquiring new skills and interests, as she thinks colleges are looking for individuals that are outgoing as well as involved in various extracurriculars. Having participated in cross-country and last year’s Drama Department production of “Seussical the Musical,” Dyro believes she is currently on track for filling out a highly varied resume. She still thinks however, that involvement in multiple activities requires commitment to maintain. “Students shouldn’t feel pressured to get involved,” said Dyro. “One drawback to trying to be well-rounded is that you

could just end up doing a little bit of everything just for the sake of doing it and end up stretching yourself too far and not actually be good at any of what you do.” Like Dyro, senior Tatiana Caballero holds the same opinion on being careful not to stretch oneself too thin, but also believes being well-rounded provides students with the opportunity for self-discovery. Caballero is a member of both the Stanton band and the River City Youth Orchestra, and hopes to advance to the front of the section in the youth orchestra playing string bass. She has been a member of Stanton’s tennis team since freshman year, is the president of Stanton’s Gender Sexuality Alliance and is leading the Irish dance group in Multicultural Club this year.

The benefit of being wellrounded is that you get to try out a lot of things. —Tatiana Caballero, 12th “The benefit of being well-rounded is that you get to try out a lot of things,” said Caballero. “There’s only so many things that you can do in life, and you can get to decide whether you want to keep doing them or not in the long run by trying them out first in high school.” Caballero believes Stanton’s rigorous curriculum makes it difficult to balance all that she wants to do, but has ultimately allowed her to become more effective with managing her time. She has learned to prioritize through trying to maintain commitment to everything she participates in.

I’ve gotten a lot of criticism from my family about being so driven in law that I haven’t dived into other fields. —Aastha Sinha, 12th

photo by Ysabella Rodriguez

Activities and academics require time management skills and dedication.

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“I’m really spread out across multiple activities,” said Caballero. “So I have to learn how to say no to things, and it’s helped me become more disciplined.” Students seeking to be well-rounded have shown interest in discovering new passions, but some students have known right from the beginning of high school what they wanted to achieve a big spike in—and in senior Amanda Forbes’s case, since before high school as well. Forbes has been rowing since seventh grade, and is currently a coxswain, or

photo by Ysabella Rodriguez

A wide range of clubs are offered at Stanton. steersman, on the First Coast Rowing varsity team for men. “The benefit of rowing since seventh grade is that there’s a really high chance of getting a scholarship,” said Forbes. “It’s a lot of commitment, but on a college application, rowing shows that you are a person who knows how to take leadership.” Forbes said she is keeping her options open, but is still hoping for a rowing scholarship, especially considering the amount of time she has dedicated to the sport. “I’ve had to sacrifice homework time. I’m in a couple of honors societies, but not many clubs because I don’t have much time to meet up after school,” said Forbes. “I had to skip prom last year because we were at a race.” While Forbes and other student athletes looking for scholarships focus on one extracurricular to commit all their time to, other students, like senior Aastha Sinha, have been participating in multiple activities centered around one field. Sinha knew she wanted to go into law since elementary school. From seventh grade to tenth grade, she participated in Teen Court, a court where teens charged with offenses can be judged and sentenced by a jury of peers of the same age. By tenth grade, she received a job at Jimenez Law Firm in San Marco as a paralegal. “I’ve worked at Jimenez Law Firm for a year and a half, and that’s the biggest part of my high school career,” said Sinha. “That was when I realized how much I loved the law.”

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Sinha is applying to the University of Florida, but also hopes to get a chance at admission in Ivy League law programs at schools like Harvard and Columbia University. “I think my love for the law and wanting to be a lawyer is the biggest part of my college application,” said Sinha. “When colleges see my application they’ll see that I’m driven in what I want to do.” Sinha is also president of the Debate Club and vice president of the Law Club, and is helping to start up a mock court and mock trial team in Law Club this year. Last summer she attended American Legion Auxiliary Girls State, a government leadership program, and served there as a county attorney.

I think colleges are looking for your involvement with your community through what you do. —Imani Ashman, 11th “I’ve gotten a lot of criticism from my family about being so driven in law that I haven’t dived into other fields,” said Sinha. “Sometimes I wonder if I had tried a different route in middle school, maybe I would be completely different. Those ‘what ifs’ are always there, but I also know how much I love what I do, so I have never regretted for a minute about going on this one very specific path.” Focusing on achieving a big spike often leads students to extend their interests in their fields outside of school extracurriculars, like with junior Imani Ashman. A member of the girls varsity soccer team at Stanton, Ashman also plays for the Jacksonville division of the Elite Club National League, a tournament and talent scouting opportunity for the most talented girls in soccer throughout the United States. “I think that writing about soccer in my college resume will show that I’m open-minded and used to meeting diverse people from all across the nation,” said Ashman, who has played in ECNL matches in a wide range of states, from California to Alabama.

Ashman believes dedicating this much time to playing nationwide has caused her to miss out on social gatherings and extra time to focus on academics. However, she still thinks playing the sport in high school has taught her how to stay committed to one goal, however: making it to the national championship in ECNL. “I think colleges are looking for your involvement with your community through what you do,” said Ashman. “It isn’t just the fact of doing a sport that will impress them, it’s how that sport shows your character.” Students have learned to develop these resumebuilding methods as a result of the drastic decrease in college acceptance rates nationwide. According to IvyWise, an educational consultant firm designed to help students prepare for college, acceptance rates have more than halved since the 1990s. The admissions rate for the University of Pennsylvania in 1991 was 47 percent, for example, and is now at 12.3 percent. The 74 Million, an education-centric news website in the United States, elaborates on these statistics: the primary reason for the drop in college admissions is due to a smaller student population in comparison to previous generations. Less students means less money for colleges to receive and spend on offering scholarships and financial aid, which means a majority of students no longer have the opportunity to afford college. When access to higher level education in today’s high schools is taken into consideration, colleges turn even more selective. “When we review someone’s extracurricular resume we are looking for two things – the first of which is demonstrated commitment or passion,” according to a blog from the College of William and Mary’s admissions officers. “We want to build a well-rounded class but a well-rounded class is not made up exclusively of well-rounded individuals. There’s a place in our class for those who are well-rounded and there’s a place in our class for those students who focus on one or two activities but who participate in those activities to the max.” The fact that colleges may be seeking both well-rounded and big spike applicants means students are not limited to just one method of building a resume. According to Ms. May Ibasco, one of Stanton’s counselors, Stanton students find that an increase in academic competition makes it necessary for them to take advantage of every opportunity they can to show colleges they are three-dimensional applicants. “Secondary education is a must nowadays,” said Ms. Ibasco. “I think this generation’s access to programs like AP, IB and AICE is really raising the bar for college admissions,

photo by Ysabella Rodriguez

Senior Aastha Sinha is involved mainly in law and hopes to pursue a career in the field. and what kind of students colleges want.” Stanton English teacher Amy Johns said it was much easier to get into the University of Florida when she was a teen than it is now. “Since it’s a less expensive option for Stanton students, a lot of them applying there end up making it harder to get in,” said Ms. Johns. “I also know that some of the more prestigious and exclusive colleges will not take multiple

This generation’s access to p r o g r a m s l i k e A P, I B a n d AICE is really raising the bar for college admissions. —Ms. May Ibasco

photo by Ysabella Rodriguez

Junior Olivia Buch and other students participating in a discussion in Debate Club.

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students from the same school.” Stanton students are not only competing against students elsewhere for a spot in top colleges, but against other Stanton students as well. Ms. Johns is hopeful this feeling of rivalry within Stanton will decrease in upcoming years. As for now, however, Stanton culture still focuses on students attempting to obtain rankings, certificates and leadership titles to become better applicants in comparison to other students. No matter whether each student chooses to develop a well-rounded resume with a little bit of everything or narrow their focus to one area in order to master it, one thing is certain: the growing pressure to raise the bar for academic and extracurricular expectations at school has increased significantly in the past two decades. Students have had to reevaluate how to prepare for the next step of their academic career and make their four years in high school count.

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Source: Coach Healey

Source: espn.com

Source: Devilâ&#x20AC;&#x2122;s Advocate

Source: apnews.com

Source: cnn.com

Source: apnews.com

The Record

Source: apnews.com

photos obtained from Google Images

Source: rollingstone.com

Source: nytimes.com

Source: apnews.com

september 2018

Source: apnews.com

Source: nytimes.com

Source: Mr. Ingram

Source: nytimes.com

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UNSUNG HEROES By KENNEDY COTTLE, Staff Writer

Stanton’s 25 support staff members work hard to keep the school functioning every day, but their efforts may not be recognized by the student body. On any given day, Ms. Lynda Brown, an office assistant at Stanton College Preparatory School, completes attendance reports, copies teacher instructional materials, works the welcome desk in the school’s lobby, assists in the main office and helps students with tardy slips and parents with check-outs. She is one of Stanton’s 25 support staff members, who, along with the school’s custodians, security guards, cafeteria workers and office workers, keep Stanton a consistent, dependable, and well-equipped learning environment for students. Without them, the day-to-day operation of the school would not be possible. Stanton’s support staff members keep the school’s facilities ready for use every day, and therefore play a vital role in the success of the students. While the custodians, cafeteria servers and security guards may not directly contribute to a student’s academic success, they help the school run smoothly by creating the dependable and reliable atmosphere students need to learn.

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UNSUNG HEROES By KENNEDY COTTLE, Staff Writer

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Sports

Features

“Stanton’s support staff has many important roles that help the school function the way it does,” said sophomore Yuri Lizardo. “They help to stabilize Stanton’s environment and community.” Aside from performing their assigned duties, their passion for their jobs fuels their will to go above and beyond for the students and the faculty at Stanton. Mr. Keith Jackson, for example, has held the head custodian position for 13 years. He can often be found on bus duty, despite it being outside his typical responsibilities. iiiii“Being the Head Custodian, if someone is missing, the school has me sitting in that spot,” said Mr. Jackson. “That’s why sometimes students will see me on bus duty or doing pretty much anything. My whole staff is like that. We’ll step in where we’re needed.” iiiiiSupport staff members’ adaptability and versatility are undoubtedly important to the everyday maintenance of the campus, but they have other official duties as well. These formal responsibilities give the individuals the specific titles of “custodian” or “security guard.” iiiii“We clean up, move furniture and make sure all of the students are in a safe, clean and sanitary environment,” said Mr. Jackson. “We help set up for athletic and academic events—we do whatever we are needed to do.” iiiiiLike the custodial staff, Stanton’s cafeteria workers are

Mr. Dunson is always in his golf cart keeping the outside safe, making sure there is no suspicious activity. —Michael Morodomi, 11th necessary in preparing and serving breakfast and lunch for hundreds of students each day. These staff members also spend hours before and after school preparing the meals for students, as well as meals for special occasions. iiiii“It fluctuates, but we usually serve 200 to 250 lunches a day,” said cafeteria worker Ms. Yolanda Mathis. “I get here at 6 a.m. and leave around 2:45 p.m. It takes about three hours to prepare lunch, and about an hour to an hour and a half cleaning up afterwards.” iiiiiMuch of the work the support staff members do around the school may go unnoticed by students despite the direct impact it has on their environment and daily experiences. Certain duties may not require them to be visibly present within the school, while others, such as security guards, are posted across campus during all school hours. As members

of the school’s security team, these guards are tasked with keeping the school safe by patrolling the campus, watching over the student body during each lunch period, directing traffic and conducting random security checks throughout the year. iiiii“Security is important to prevent the entrance of weapons on campus and drugs out of the school,” said senior Sara Branly. “The policies the security guards enforce shows they’re just doing their job. They’re doing their best to keep us safe.” iiiiiSecurity guards such as Mr. Otis Dunson, a graduate of

The policies the security guards enforce show that they are just doing their job. They are doing their best to keep us safe. —Sara Branly, 12th the old Stanton High School, monitors the “mud lot,” the parking lot behind the school and next to the football field. For many student drivers, he is the first person to greet them each morning upon arrival to school. iiiii“Inside of Stanton the teachers and administration keep the school safe,” said junior Michael Morodomi. “But Mr. Dunson is always in his golf cart keeping the outside safe, making sure there is no suspicious activity.” iiiiiAlthough the cafeteria workers, custodians and security guards are typically regarded as Stanton’s support staff, front office personnel such as Ms. Brown also serve a crucial role which may go unnoticed by the students. Although she has multiple responsibilities as an office assistant, her primary responsibility is to print copies for the teachers in the copy room. According to Ms. Brown, the hard work she puts into her work every day is not overlooked by the teachers she assists. iiiii“The teachers appreciate everything I do, and that means a lot to me,” said Ms. Brown, a 30-year staff member at Stanton. “I enjoy working with them, and whatever they need, I’m here to assist them. It’s never a problem to do my job. It’s just what I do.” iiiiiLike Ms. Brown, the rest of Stanton’s support staff has a passion for helping maintain a safe and functional environment for students to succeed. They believe the student body is the most important part of their jobs, and their contributions to the school are driven by their love for the students. iiiii“It’s always been fun to work with the kids,” said Mr. Dunson “The more you get to know them, the more they rely

Photo by Prachi Misra

Every day, students fill the cafeteria for lunch. Many enjoy the meals provided daily by Stanton’s cafeteria workers.

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Infographic by Salma Drew

Photo by Prachi Misra

Before school starts, cafeteria servers such as Ms. Gail Mitchell prepare food for students to eat for breakfast and lunch each day.

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Photo by Prachi Misra

Members of Stanton’s support staff (from left), Mr. Larry Robinson, Ms. Ketly St. Louis, Mr. Gerald Atkinson and Mr. Keith Jackson sit in their breakroom. rely on you. They need to know what you stand for, and you know you have to protect them.” iiiiiThe support staff’s passion for their jobs is evident in their contributions to the school. Students may see what they do around campus, but may not recognize the amount of hard work and pride the support staff put in each day. iiiii“Stanton’s support staff makes this school the best it can be for students to learn and better themselves in their education,” said sophomore Gokul Madathil. “They keep everything in order and clean, and I think it’s important to have a clean environment for students to learn in.”

iiiiiOther students, such as junior Raha Riazati believe Stanton would cease to function without the tireless efforts of the support staff. She believes they act as the backbone of the school. iiiii“Without them, we wouldn’t be a school, said Riazati. “We need lunch servers to give us our lunch and we need the custodians to keep it clean, but we don’t appreciate them.” Most students understand how the support staff’s contributions help keep the school operating properly, but some believe the staff are generally overlooked by their peers. Sophomore Jenna Scioscia suggests this is evident in the students who leave their trash in the courtyard and cafeteria after lunch has ended. iiiii“I do think Stanton’s support staff members are overlooked a little bit,” said Scioscia. “We’ll leave trash everywhere for

We’ll leave trash everywhere for our custodians, and we don’t really think about the job they have to do. We can help them more than we do. infographic by Salma Drew

—Jenna Scioscia, 10th

Photo by Prachi Misra

Ms. Lynda Brown hard at work in the copy room.

september 2018

our custodians, and we don’t really think about the job they have to do. We can help them more than we do.” iiiiiMany students agree with Scioscia and believe the support staff’s subtle presence around campus makes them easy to miss as they carry out their everyday tasks. iiiii“Since Stanton’s support staff is always around, students don’t really appreciate them as much,” said sophomore Anh Le. “However, it’s the fact that they are always around which makes them so important to the school.” iiiiiFreshman Brian Flanagan, however, thinks the simple act of thanking the support staff would make them feel more appreciated by the student body. He believes if students were to make note of the support staff’s daily contributions, they would feel respected and valued by the people of Stanton. iiiii“I notice a lot that kids don’t really thank any of [the support staff members], and I think every time we see them we should say thank you,” said Flanagan. “That would really brighten up their day. It might not be much but it’s definitely something

that could help.” iiiiiSome students have proposed showing their appreciation through monetary contributions. According to senior class Vice President Jack Kelley, the 2019 class officers hope to gift the support staff with monetary appreciation as the class of 2018 did in the past. iiiii“I know that last year the senior class had a surplus of their budget at the end of the year, and they put it all into gift cards for the custodial staff,” said Kelley. “I think that the senior class ought to do that again this year.” iiiiiRegardless of whether students feel Stanton’s custodians, cafeteria workers, security guards and office workers are adequately appreciated, the tireless efforts of the staff remain undoubtedly important to the school’s function. These unsung heroes maintain Stanton’s constructive environment by performing essential jobs that keep the school running efficiently on a daily basis. Although the issue of how Stanton can better appreciate its support staff persists, their passion to keep students safe, maintain a professional school environment and provide assistance whenever they are needed reigns true throughout the school.

devil’s advocate | 13

photo by Prachi Misra

photo by Ysabella Rodriguez

An exploration of the community outside of our fence.

Durkeeville Photography by Ysabella Rodriguez, Prachi Misra and Katie Stevens photo by Ysabella Rodriguez

photo by Katie Stevens

Seven Months Later iiiiiOn Aug. 15, the students, faculty and staff of Marjory Stoneman Douglas High School in Parkland, Fla. returned to campus for the new school year, marking almost six months since the mass shooting on Feb. 14 that claimed 17 lives. iiiiiThe Stoneman Douglas shooting was a wake up call to many high school students, including those at Stanton College Preparatory School. Although there is a distance of 315 miles between both schools, the metropolitan area in which Stoneman Douglas is located and its racial demographics resemble those of Stanton. Stanton students and staff became more apprehensive about their own safety on campus after the Parkland shooting because of these similarities. iiiiiAfter the Parkland shooting, high school students across the nation participated in schoolwide walkouts in the hopes of taking action against legislation maki ng such armed violence possible. However, after seven months, during which, according to the Gun Violence Archive, 197 other lives were taken by active shooters in mass shootings (as of Sept. 17), it has become easier to forget about the tragedy that happened on that day in February, and distance ourselves from the news alerts announcing the next mass shooting. iiii iOver a month has passed since the first day of school, and life at Stanton has been business as usual—students have readjusted to their school routines, teachers have returned to grading and faculty meetings and administrators have restarted ensuring school affairs run smoothly. Regardless of this perceived normalcy, we shouldn’t allow our uneventful school days to lull us into a false sense of security, because we cannot predict when tragedy will strike our campus. iiiiiRecently, Duval County Public Schools (DCPS) has decided to screen training videos to inform students and staff on what to do in the event of an active school shooting. One such video produced by the City of Houston Mayor’s Office of Public Safety and Homeland Security instructs people to either run, hide or fight, with fighting being the worst-case scenario. These videos seem more like action movies than an actual indication of reality, but students, now more than ever, must pay close attention because, for all we know, Stanton could be the next target of a mass shooting. iiiiiFortunately, Stanton has a district police officer on campus to protect students, faculty and staff from such a threat, as do all high schools and middle schools in Duval County. In “Movement of Voices,” the cover story was published in the fourth issue of the Devil’s Advocate last year, Stanton administration acknowledged they have faith in the preventative measures being taken to keep those at Stanton safe. Additionally, on May 1, the Duval County School Board voted in favor of hiring “armed safety officers” as early as the beginning of the 2018–2019 school year for the county’s elementary schools, further demonstrating the board’s concern for its schools’ safety. iiiiiDespite the county’s best efforts and Stanton administration’s endorsement of current safeguards set in place, the unpredictability of school shootings demands that Stanton students, teachers, support staff members and administrators always keep such concerns in mind to ensure their own safety. In case of emergency, students, faculty and staff should endeavor to keep their phones on them at all times. Students should not leave their classroom without their teacher’s permission and ensure their teachers are always aware of their whereabouts. As unfortunate as it is that every day we come to school may be our last, such precautions are necessary to guarantee our safety to the greatest extent possible.

devil’s advocate established 1983 I Stanton College Preparatory School

2018–2019 Editorial Board Rohini Kumar Bettina Huang Likhita Manchikanti Emmett Gideon Zahra Casado Amra Kajdic Katie Stevens

Editor-in-Chief Managing Editor Managing Editor Layout and Design Editor Digital Media Editor Business Manager Senior Photo Editor

The Devil’s Advocate serves as the official newspaper of Stanton College Preparatory School. It is produced monthly by members of the Journalism class. The editors reserve the right to edit any material submitted to the paper for content, grammar, length and accuracy. The Devil’s Advocate is a public forum for student expression, which encourages free exchanges of opinions concerning controversial and non-controversial community and school related issues. The advertisements and ideas expressed within the newspaper are not necessarily those of the newspaper adviser, newspaper staff, Stanton administration or the Duval County Public School Board. The Devil’s Advocate accepts advertisements from all businesses in the Stanton community. The ad format can be given to the staff or the adviser, Mr. Larry Knight. Students, faculty, and parents may contact the staff and adviser at (904) 630-6760 ext. 143 or at knightl1@duvalschools.org.

september 2018

Illustration by Caroline Robbins

Test Factory iiiiiThe expression, “It’s about the journey, not the destination,” is heard countless times throughout one’s high school career, especially during testing season – the three-month deluge of International Baccalaureate, Advanced Placement and finals testing. At a minimum, freshmen take one AP exam, but as the years progress students oftentimes find themselves drowning in standardized tests and preparation. According to Stanton College Preparatory School alumni Ashlie Malone, apart from the SAT and final exams, she took 19 AP exams and seven IB exams during her four years at Stanton, in essence spending more than 100 hours simply sitting for testing. iiiiiThe notion that Stanton looks for students who learn simply to expand their minds is espoused by teachers and administrators from early recruitment to graduation. However, this test factory environment is not conducive to preserve these types of students. There is a fine line between development and breaking point, and Stanton may be crossing it. If the school’s mission statement is to develop “self-directed learners,” it needs to lose its rigid curriculum structure. Why do students who hope to become future biochemists and surgeons need to take four AP history courses? Stanton must learn to cater to the needs of all their exceptional students, not just the well-rounded. By removing that flexibility, Stanton is inherently unsupportive of the students who excel in one area. iiiiiThe strict nature of Stanton’s course progression, though well-intentioned, isn’t helpful to students. High school is meant to be a time of self-discovery, flirting with interests and exploring skills. However, when this time is allocated toward test preparation, students are left with no more idea of who they are and what their passions are than when they first stepped through the doors of Stanton. How can a student explore the performance arts when they are preparing for their seven AP exams? In the long term, this leaves unmotivated individuals left in unfulfilling jobs. iiiiiThough Stanton does nurture excellent students, the methodology is incorrect. Future scientists should have the time to work on the next big thing in the laboratory, not be bogged down by required higher level language arts courses. Students should be given the ability to apply their skills and passions. According to the Association of American Colleges & Universities, “students need opportunities to practice those skills in environments consistent with lifelong use.” Application has time and time again proven more helpful than mindless cramming in college and the workplace, the settings Stanton claims they are preparing students for. iiiiiThis issue is difficult to resolve. It is always a challenge to balance the school’s need to raise its rank, dependent on high test scores, and its purpose – to do what’s best for its students. However, removing required higher-level courses is a step in the right direction. Stanton must reduce the amount of required higher level courses in its course progression in order to keep up with the changing needs of its students. Though it is important to deliver scores, there is more to life than scores. Dear Stanton administration, practice what you preach and center the curriculum around the development of students, not the increase of test scores.

devil’s advocate | 15

Sports

Opinions

Shoulders of Giants

Riding the Bus Down Memory Lane

By JACOB HAGUE, Contributing Writer iiiiiBelow the crisscrossed highways and half-finished skyline of the city of Jacksonville, an incredible movement is gaining traction. iiiiiOur city is one which has been, in the eyes of many, cast aside and forgotten. Perhaps not forgotten, but certainly remembered for all the wrong reasons.The residents of our city will be the first to add to the already overpowering voice of apathy. Citing many issues such as decaying urban development, intense social stratification, poverty and homelessness, to mention a few, Jacksonville seems like a perfect example of one of America’s many cities struggling not only to discover its identity, but also reconcile deep seated issues in both politics and societal conflict. iiiiiPerhaps this is the new normal—America today is often summarized by similar sweeping accusations. However, Jacksonville wasn’t always seen this way, and it seems as though we’re on another upswing in political mindedness. Giants of the Civil Rights movement hailed from Jacksonville, and it is upon these shoulders that Jacksonville’s current political warriors stand and fight. iiiiiJames Weldon Johnson is one such giant. Born in 1871, Johnson (who graduated from Edwin M. Stanton School and eventually became principal) served for 10 years as the leader of the National Association for the Advancement of Colored People (NAACP). Today, he is most wellknown for his novel “The Autobiography of an Ex-Colored Man,” which was a seminal work in the field of civil rights. His composition “Lift Ev’ry Voice and Sing,” is deemed by many to be the “Black National Anthem.” Johnson is remembered today for his valiant efforts in securing equality between the races and edifying African-Americans across the country. His influence was felt long after his death, as other residents of the city continued his mission. photo by Katie Stevens

This new culture is exactly what is needed to reignite the flame with which Jacksonville once burned so passionately. iiiiiiiiiThe city of Jacksonville, once labelled “the bold new city of the South,” is beginning to live up to its name. The divisiveness of the current political climate has sparked a new interest in politics among Jacksonville’s youth. Florida has become a political battleground, with students from both sides of the aisle beginning to take action and shape our city, our state and our country for the better. Youth voting registration has grown exponentially in Florida signalling a generational interest in shifting the tides. iiiiiThis political fervor has even reached Stanton College Preparatory School, as many of our fellow students have been getting involved and fighting for what they believe in. With recent tragedies of gun violence tearing apart our community, many have found the strength to stand up and speak out. Student activists and organizers lead the scene in Jacksonville, speaking at public events and leading personal crusades against a system which seems to have forgotten them completely. With events such as our own student walkout, Stanton is quickly becoming a political epicenter. Our student body has heard the call to action, marched for our lives and revolted against the status quo. iiiiiThis new culture is exactly what is needed to reignite the flame with which Jacksonville once burned so passionately. The young people of Jacksonville are not interested in fake condolences or a clever hashtag. What we are witnessing is tangible change, rising up from our own backyards. With enough determination and confidence, a brighter future for Jacksonville seems to be right around the corner.

16 | devilsadvocatepaper.com

By CRAIG MCFARLAND, Contributing Writer iiiiiIt’s 6:40 a.m. and there is barely enough light to illuminate the grimy yellow buses. The first of the school buses pulls in, unofficially signaling the start of my junior year. For many students, the first obstacle experienced when adapting to the start of a new school year, and possibly even a new school, begins in the morning at the bus loading zone. By itself, it’s already a chaotic scene filled with stuffed backpacks, varying levels of enthusiasm and an atmosphere of angst, but for me, it’s comforting. Seeing how dressedup and excited my friends already are puts me at ease. It could be the end of the world, but at least they would die serving looks. iiiiiThe bus doors open and we board the bus. Magnet school buses play an integral role in many students’ lives; they serve as the first place of contact for many friendships, a bastion of last-minute studying and a napping center for the many sleep-deprived students of Stanton. As a junior who has endured the “horrors” of school buses since sixth grade, I can say with all honesty and experience that riding the bus has provided me with countless experiences, conversations photo by Prachi Misra

and even friendships that allowed for school to be more bearable, even if just a little bit. While I do appreciate the driver’s license I use at every possible opportunity, riding the school bus is aspect of juvenile life I choose to keep around. iiiiiMany adults warn me that my teenage years will go by quicker than I realize, and I fear that. Sometimes, it feels like it was just yesterday that I was called a “freshie” or even got my acceptance letter into Stanton; because of this, I feel that riding the bus is one of the ways I can hold on to my youth. It is on the bus where I can freely talk about everything and nothing. From the childlike banter about why “Adventure Time” is undoubtedly the best show, to the mature conversations of the horrors of war, I have developed more as a person in my front-row bus seat than I ever have in any Advanced Placement class. It is on the bus where I don’t have to be academically perfect—I can be a teen. iiiiiIt is now 3:05 p.m. and there is barely enough room on this grimy yellow bus. Seeing all the students board, I regret not driving to school in the comfort of an spacious, air-conditioned car. But then my friend gets on, and my mental list of complaints about the bus starts to rip apart. So now I sit with my knees pulled in, next to my childhood friend, content. Life goes by too quickly, but my bus ride home can only go so fast.

Knocking on the Bamboo Ceilings By MEGHANA KOPPARTHI, Contributing Writer iiiiiEach spring, ambitious Asian Americans anxiously anticipate the arrival of their acceptances into the numerous Ivy League colleges to which they have applied. Year after year, however, thousands of seemingly wellqualified Asian Americans receive rejections from elite colleges around the nation. Many of these angry and upset students blame the rejections on an institutional policy known as Affirmative Action—a way for colleges to achieve more diverse student bodies by considering race as a factor in the college admission processes. On the other hand, Asian Americans feel Affirmative Action works against them and fail to recognize that Asian American representation in colleges is not as pressing of an issue as it may seem. iiiiiAsian Americans, contrary to what some may believe, are largely present on college campuses. Statistics prove that Asian Americans are receiving fair chances—if not better compared to their black and Hispanic counterparts— at higher education. According to an article published by The Wall Street Journal in June 2016, Asian Americans make up around 22 percent of the student bodies at elite colleges while only representing around five percent of the nation’s overall population. Clearly, Affirmative action is not our enemy and colleges campuses are not where we should be exhausting our resources. iiiiiInstead, we need to focus on businesses and their bamboo ceilings—a phenomenon explaining the unseen limitations Asian Americans face in the professional world—and advocate for better representation of Asian Americans. Although they have the highest number of college graduates compared to any other race, they are held back when it comes to attaining higher-level jobs. iiiiiThe problem lies not with Asian Americans, but rather in a system that refuses to acknowledge there is a problem. Asian Americans are the ‘Model Minority;’ they are what Americans consider a non-underrepresented minority. Because of this, we are often unaccounted for in diversity programs. iiiiiDespite the fact that Asian Americans hold a decent portion of the job market, they are the least likely race to photo by Katie Stevens

hold higher job levels such as management and executive positions. When we look closely at the numbers, it is shocking to find such an underrepresented population of Asian Americans in higher level positions in various professions and companies. As written in the Harvard Business Review in May 2018, Goldman Sachs reported, “27 percent of its U.S. professional workforce was Asian American, but only 11 percent of its U.S. executives and senior managers, and none of its executive officers, were.” iiiiiSimilarly, a 2017 study presented by Yale Law School stated “[Asian Americans] are more than 10 percent of the graduates of the top 30 law schools, but have the highest attrition rates and lowest ratio of partners to associates among all [racial] groups.” Due to the bamboo ceiling effect, Asian Americans have not been allowed to climb the career ladder. iiiiiThese career restrictions exist because of society’s racial stereotypes. Asian Americans are pigeonholed into being perceived as lacking leadership, communication and interpersonal skills. We must solve this racial barrier by ripping away unfair generalizations about Asian Americans and allowing them to grow beyond the few career goals set aside for them by society. iiiiiAsian Americans, like all minorities, face discrimination in many aspects of life. Sometimes, however, we must choose our battles. College campuses already represent a significant portion of Asian Americans. It would be more beneficial to advocate for larger Asian American representation in the professional world.

vol. xxxv, no. 1

Film Review: Sorry to Bother You

Skills to Pay the Bills

By RAEANN QUICK, Contributing Writer

By KATELYN COLLEY, Staff Writer

IiiiIn the past few years, the U.S film industry has made strides to feature minority-led casts, such as “Black Panther” and most recently, “Crazy Rich Asians.” The importance of the voices of the oppressed in film has allowed for a fresh outpouring of creativity available for filmgoers’ consumption—and “Sorry to Bother You” is no exception. Not only has the film allowed for an exceptionally diverse cast and crew, but it has also created a platform to emphasize the problems associated with capitalism commodifying the artistic visions of minority creators in the United States. Boots Riley, the director of “Sorry To Bother You”, has proclaimed the film as a communistic piece of revolution against corporate agitators. iiiiiThe film focuses on the character Cash Green, played by Lakeith Stanfield, and his journey through the ranks of a telemarketing company through the use of his “white voice” to convince many of his white suburban customers in hopes to become a “Power Caller,” the most exclusive group of telemarketing employees that are the representations of success in the company. iiiiiGreen is a black character who has to balance both his black identity and his “white” identity. He has to use a singular voice (dubbed the “white voice) that replaces his speech with that of the middle-to-upper class white man. The sound design is seamless throughout the film, with the voice overlay creating a sense of unnerving duality. The character’s name associates him with monetary value, subtly reinforcing this sense of desire for wealth. Cash Green sacrifices his own voice for the white one to work as a “Power Caller,” indicating how conformity by minorities helps maintain the status quo. Such aspects of the film are nuanced, which adds to its character—as the satire so carefully navigates the lines between satire and terror. iiiiiThe film is a combination of the absurd capitalist system and the harsh reality that minorities face, allowing for a sense of uneasiness to permeate throughout the film. The mise-en scene adds to this effect; without the meticulous choice of props—from garage doors that open at random to photo by Prachi Misra

the windshield wipers having to be pulled by ropes—the film would not have been as poignant to the audience. It is one of the most prominent features of satire in the film, as it reflects the scale of degradation of living for the underprivileged. iiiiiEven the television programming, shown in a few brief shots, establish the sense of commodification of suffering that they produce, making the viewer recognize how people are subjected to violence so often that they are desensitized to it. Set in a reality television show, the contestants are punched in the stomach to the stereotypical sitcom laugh tracks, making much of the “breathing room” of the film to still have this underlying sense of regret. It’s an interesting use of meta-narrative that makes careful use of audience reaction to develop the message of the film. iiiiiDespite all the horrors depicted, I still find an intrinsic hope within its core. The women that lead the protests throughout the film have an overwhelming desire to create an equitable system for all. Monopolies are indeed the villains of the story, but they are not unopposed. In fact, the Marxist idea of group-driven plot is what drives the films climax, and truly allows Riley to indicate an optimistic view for change. They are the ones that effectively expose their employers’ atrocities, and thus catalyze a reversal for the conditions of the working-class. iiiiiWith the absorption of 20th Century Fox by Disney and many pro-business legislation coming to head at the end of the 2010s decade, I find that the film has found no better time to find its statement. Riley’s debut has created a distinct characterization of capitalistic society as a whole through an afro-futuristic lens. And it’s certainly not sorry to bother middle-class America with the detrimental effects of their discriminatory economic system.

photo from Google images

Becoming A Blue Devil By TONY ASSI, Contributing Writer iiiiiTransitioning into high school can prove to be quite a challenge on its own, however, transferring from a private school to a public school is even more of an adjustment. I was beyond stressed before my first day at Stanton College Preparatory School. Not only was I hopelessly unprepared for the insane amount of work that was dished out, I also hardly knew anyone. iiiiiMost of my new classmates came from public magnet schools that feed into Stanton such as James Weldon Johnson College Preparatory Middle School or Kirby Smith Middle School, so everyone seemed to know each other on the first day. As for me, I was one of only two people in my grade who transferred from Holy Family Catholic School, so making friends was no easy task. The best thing I could do was simply avoid being shy; I had to put myself out there rather than wait for people to approach me. This has helped me make a few friends thus far, but I also plan on joining clubs to find people that share my interests, which will hopefully lead to the creation of new friendships. iiiiiGetting used to the typical Stanton workload was also a bit of a challenge. I may not be fully adapted to the school yet, but at the very least, I have some things figured out. I have a few strategies I picked up that may be able to help photo by Katie Stevens

september 2018

other freshmen cope with the constant amount of work we receive. The main piece of advice I can give my peers is this: do not procrastinate on work until the last minute. I would have assumed that I could get away with procrastinating in the same way I used to, if not for the constant warnings from my sister and her friends about Stanton’s massive amount of work. Just because my homework may not be due until at least two days later, it does not mean I could put all of my work off until the next day. At Stanton, the homework builds up with each passing day, making it almost impossible to cram everything into the night before it is due. Combining this with the tests, quizzes, and projects that will be assigned can make things even more stressful. This is why I try to do all my A-day work on that A-day and my B-day work on that B-day when I come home from school. Granted, I may not always be able to follow through with this, but I am working toward getting there. iiiiiOverall, despite the many obstacles I have faced, my time here at Stanton, albeit very short so far, has been a blast so far. There were so many times where I just as easily could have said, “Nope! Forget it! This is too much for me.” However, had I given up, I know I would have deeply regretted it. When you persevere through the challenges that this high school throws at you, you come to realize how much fun it can really be. I have definitely realized this, and trust me, it fills me with a great amount of pride to be able to call myself a Blue Devil.

iiiiiWhenever I hear my parents talking about insurance, taxes or real estate I sit in confusion, not knowing the first thing about any one of these. I silently thank God that I do not have to deal with such responsibilities, only to realize that is exactly what I’ll have to do in a few years. Sudden waves of fear and unreadiness rush over me every time I think about having to take on the extensive duties of an independent adult. Then, my mind wanders to the most puzzling question of all—why am I not learning these life skills in school? iiiiiMany teachers say, “If it won’t be on the state test, we aren’t learning about it.” This is not necessarily their fault because they often feel pressured to quickly cover state exam material, leaving little room for lessons on real-world knowledge. This is especially true at Stanton College Preparatory School due to the academic reputation we must uphold and the monetary bonuses the school receives for standardized testing. According to the Florida House of Representatives, Advanced Placement teachers are able to receive up to $50 per student who makes at least a score of 3 on the AP exam. Because of these factors, students and teachers alike are expected to solely focus on test material, rather than material relevant for life after graduation. iiiiiStudents across the country go through school studying the standard math, science, history and literature subjects, photo by Ysabella Rodriguez

Many teachers say, “If it won’t be on the state test, we aren’t learning about it.” but often graduate high school with no knowledge of realworld skills. As many kids have heard from their parents, the material they do learn is often not used or completely forgotten during adulthood. There were several times my mother looked at me with absolute dread when I asked for algebra help and told me Siri would probably be a more reliable source. Thus, it would be beneficial to have mandatory life skills classes that teach students the necessary proficiencies they will use later in life rather than material that will decrease in value over time. iiiiiAccording to the James Stanfield Company, a group of education specialists who create life skills curricula, nearly one half of high school students believe they lack the full spectrum of skills and abilities needed to reach success at work and in a community. This statistic also shows an overall need for these kinds of courses and how much our country’s education system can improve. iiiiiIn order to avoid the headache of having to hire new teachers to teach these life skills courses, we can simply expand the curriculum of pre-existing classes. For example, Stanton’s First Aid and Safety class teaches an important and useful skill set, but it essentially only covers medical instruction. Other everyday skills such as car repair and budgeting could be added onto the curriculum in order to expand the course material and make the most of the class. We also have a Life Skills club, but making it a mandatory course ensures that all students feel somewhat prepared to handle everyday problems. iiiiiNot only do students benefit from these classes, but society as a whole does. A generation of educated taxpayers, skilled repairers and knowledgeable home-buyers will have an overall positive impact on the society around it. I believe students who take life skills classes will ultimately grow up to be independent young adults who promote needed education and an informed citizenry. Columns published in the Devil’s Advocate represent the views of the contributors, not those of the newspaper.

devil’s advocate | 17

photo by Katie Stevens

photo by Prachi Misra

photo by Katie Stevens

photo by Prachi Misra

photo by Ysabella Rodriguez

photo by Katie Stevens

photo by Prachi Misra

to be young Photography by Ysabella Rodriguez, Katie Stevens and Prachi Misra

photo by Ysabella Rodriguez